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The reflective learning portfolio requirement for students in the Master of Arts Education with a Concentration in Educational Leadership and a Specialization in Postsecondary Education or Student Affairs in Postsecondary Education programs. The portfolio serves as a demonstration of attainment of learning outcomes and a self-reflective collection of work generated during graduate coursework. Students must include a range of artifacts and reflect on their learning progress and achievement of program goals.
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Department of Administration, Rehabilitation & Postsecondary Education A Requirement for the: Master of Arts Education with a Concentration in Educational Leadership and a Specialization in Postsecondary Education Master of Arts Education with a Concentration in Educational Leadership and a Specialization in Student Affairs in Postsecondary Education Last Update: Fall 2011
The purpose of the portfolio is to demonstrate a reflective record of professional growth over time. It is to showcase samples of "best work" at a given point in the student’s academic career. It serves as a demonstration of attainment of course and program goals, desired outcomes, and advanced skills. It is a celebration of efforts. Portfolios are intended to demonstrate a broad repertoire of candidate performance over time. They are intended to paint a rich, developmental view of the professional growth and accomplishments of a candidate. One purpose of using portfolios in the overall program appraisal process is that the portfolio process moves the individual to a professional level of personal responsibility. Candidates become adept at examining their own growth and communicating their thinking to others. Portfolios are intended to convey information not only on one's accomplishments, but also on developmental efforts, and areas in need of continued improvement. The portfolio prepares students for future job interviews or entrance interviews to graduate school, as the content and quality of all work in the portfolio are current, relevant, and ready to share while revealing a candidate's capability for job performance. The portfolio is a performance‐based component of candidate appraisal at the completion of the graduate program. The portfolio focuses on the candidate’s performance in the program, as well as the prerequisite knowledge with which the candidate entered. It provides a way for the candidate to document his/her learning experiences and reflect upon professional growth. Each candidate is required to maintain a portfolio that will serve as a communication and assessment tool in conversations with the program faculty and with prospective employers and graduate schools. The portfolio process adopted by the ARPE department follows a model set forth in Zubizarreta’s (2004) work. According to Zubizarreta, the learning portfolio— grounded in a process of reflection, evidence, and collaboration— is a rich, flexible document that engages students in continuous, thoughtful analysis of their learning. The portfolio may be paper, electronic, or another creative medium, but at its center, the power of writing and reflection combine in the portfolio with purposeful, selective collection and assessment of learning endeavors, and outcomes to improve learning. More specifically, the learning portfolio (1) provides direct evidence of the quality of a student's work and a basis for evaluation of work‐in‐progress, (2) defines assessment as a process, rather than necessarily as "final"; it permits re‐evaluation by alternative evaluators, at different times and in different contexts (different from providing
final quantitative grades), and (3) empowers the student to self‐assess and continuously expand or otherwise improve her/his work (University of Washington, 2003, ¶ 2). Further, the portfolio process allows the student to highlight their developmental learning abilities by, (1) demonstrating their mastery of the program learning outcomes or major points of the program, (2) providing evidence of how the work on an assignment evolved (3) choosing which artifacts (e.g., assignments, projects, works samples, reflection of internship experiences, etc.) best represent their learning in and outside the classroom (4) choosing artifacts that show improvement in their competencies and abilities throughout their enrollment in the program, (5) linking theories with applied learning experiences (6) self‐analyzing and reflecting on their own learning, (7) using a wide range of digital and multimedia technologies to demonstrate technical competency, design, and presentation skills, (8) being more proactive in planning and pursuing their educational and post‐graduate opportunities; and (9) demonstrating their competencies and capabilities as they pursue career choices (University of Washington, 2003, ¶ 3). Originally, the sole purpose of the reflective learning portfolio for this program was to demonstrate the educational journey of the student. While this reason still holds true for this portfolio process, changes to federal policy and the zeitgeist of higher education have resulted in the portfolio’s movement towards demonstration of the “value‐added” by the educational degree at San Diego State University.
When writing your reflective learning portfolio, a good place to begin is reflection upon the goals of the portfolio process, which are described—in part—below. Because the portfolio is a purposeful and self‐reflective collection of a student’s work generated during the process of completing graduate course work, each student’s portfolio should: Serve as a translation of graduate student performance standards and learning outcomes through the demonstration of authentic artifacts (e.g., examples that illustrate what the student has learned and can do). Provide an integrated performance‐based picture of how well the candidate has performed throughout the program and how the candidate can communicate the results of learning. Show the growth and learning accomplished as demonstrated through the student's early pieces of work and later pieces of work. Illustrate the student’s ability to synthesize her/his learning of theory and its application to practice over a period of time.
Although students’ experiences in the program differ greatly, the faculty require some consistency in artifact selection so that portfolios can be used to evaluate student learning in the program. Candidates need to present their portfolios in a logical manner so that the learning can be easily interpreted, not only by the program faculty but by the potential employer and/or graduate school admission committee. The following are required sections for the portfolio. Each section lists required documents or artifacts of learning. Checklists for each section can be found on the program website.
The purpose of this section is to demonstrate what you knew prior to enrolling in this degree program. Within this section, you will illustrate your perception of the profession and your preparedness for the profession. This section must include the following materials:
or http://interwork.sdsu.edu/main/ma_student_affairs/current for Student Affairs students. The pre‐assessment portion of the portfolio should be completed and submitted to your faculty advisor. The deadline for this submission is typically in October of your first semester, and will be set by the Program Coordinator. Electronic submissions or paper submissions of the pre‐assessment materials are welcomed. The program faculty will review the pre‐assessment documents and return them to the students. If any clarification is required, the students will be notified at the time they meet with their faculty advisor.
The purpose of this section is to demonstrate what you learned during the first year of the program. It is due upon completion of two semesters of study. This section must include the following materials:
4. A Revised Academic Plan: If your academic plans have changed, submit a revised plan. 5. Revised Personal and Professional Goals: Submit a revised set of personal and/or professional goals if they have changed from what you initially articulated in the pre‐assessment section of the portfolio. 6. An Updated Resume: Submit an updated resume that includes new professional experiences and skills obtained during your first year in the program. The first year portion of the portfolio is typically due at the beginning of your third semester of study (e.g., the fall semester of your second year). A deadline for completion and submission to your advisor will be set by the Program Coordinator. Electronic or paper submissions of the portfolio are welcomed, and will be reviewed by faculty advisors. Please note: if you plan to submit your final portfolio in electronic form, you may wish design your website, and post your first year portfolio materials. This will give your faculty member an opportunity to provide feedback of website layout and accessibility. If any clarification or revision is required, students will be notified in their meeting with their faculty advisor.
The purpose of this section is to demonstrate what you learned during the second year of the program. It is due upon completion of four semesters of study. This section must include the following materials:
o How and by what means (e.g., courses, assignments, workshops, seminars, etc.) did this academic program prepare me to meet personal goals? o How could the program have been more effective in helping me meet my personal goals?
Be sure the portfolio is organized into the following sections: Title of the portfolio Your name and current contact information Table of contents to lead the reader through the portfolio Pre‐Assessment of Learning First year artifacts and reflections, organized by semester First Year Learning Summary Second year artifacts and reflections, organized by semester Second Year Learning Summary (If applicable) Summary of Learning/Post‐Assessment Additional items (if necessary) Be sure to organize your portfolio in chronological order with tabs separating each course. Page protectors for each page are not necessary and are discouraged. Date all artifacts and reflections of learning. Use the learning portfolio checklist (Appendix A) to ensure you have included all required materials in your portfolio.
Students opting to make a formal portfolio presentation instead of selecting a written comprehensive exam or a thesis must submit their portfolios to their assigned review committee 2 weeks prior to the date of their scheduled presentation. This will allow the committee adequate time to read the portfolio prior to the presentation. Students who will present their portfolios must sign up for a formal presentation date and time. The dates, times, and location of the presentations will be pre‐established by the Program Coordinator. The Program Coordinator will contact candidates to inform them of the procedure for signing up for presentation times. An LCD projector and screen will be provided for the portfolio presentation. Some classrooms are equipped with computers, but others require students to bring their own laptops. If the students require any additional multi‐media support, they need to contact the ARPE Department Coordinator, two weeks prior to their portfolio presentation to request equipment. The portfolio oral defense period will be scheduled for 60 minutes. The candidate is to prepare and deliver a succinct 20 ‐minute presentation of the portfolio. Afterwards, the review committee will have approximately 30 minutes to question the candidate on the contents and substance of the portfolio. Upon completion of the question and answer period, the candidate will be excused for approximately 5 minutes to allow the portfolio committee to decide the outcome of the student’s portfolio defense. Appendix B includes questions for students to consider as they prepare for their portfolio presentation. Upon completion of the committee deliberation, the candidate will be invited back into the room to learn the outcome of his/her portfolio defense. If additional work is required before passing the examination, it will be specified to the candidate along with a timeline for completion.
The portfolio review committee will consist of: 1 ‐ 2 faculty members who have taught the student in the program (e.g. instructors that the student had while taking courses in this program) 1 ‐ 2 external evaluators who hold leadership positions in postsecondary education or student affairs.
Students are responsible for the following: Signing up for a time for the formal presentation of the portfolio
Ensuring that all committee members have electronic access to or copies of the entire portfolio at least 2 weeks prior to the formal presentation date Securing a means to videotape the formal presentation of the portfolio, if they desire the presentation to be recorded Inviting any guests to the formal presentation Each part of the portfolio will be evaluated using the following criteria (see the “Reflective Student Learning Portfolio Rubric” at: http://interwork.sdsu.edu/main/ma_student_affairs/rlp for details.): Selection of Artifacts and Alignment with Program Learning Outcomes ( points) Reflections for Artifacts (20 points) Organization of the Portfolio (10 points) Summary of Learning Reflections (20 points) Writing Mechanics (10 points) Use of Multimedia and Creativity (15 Points) (if applicable) Oral Presentation of the Portfolio (20 points) Students may suggest a refined criterion for the evaluation of the portfolio, however those criterion have to be agreed upon by all committee members involved in the evaluation and they must be agreed upon 2 weeks prior to the formal presentation of the portfolio, and communicated to the Program Coordinator. In addition, the student must provide a justification for the criterion refinement to the portfolio committee and the committee must show signature of their approval. A summary of the ratings and the videotaped formal presentation, if available, will be placed in each student’s file in the ARPE Department.
University of Washington (2003). My learning and class portfolio. Retrieved August 16, 2006, from http://faculty.washington.edu/krumme/students/portfolio.html Zubizarreta, J. (2004). The learning portfolio. Bolton, MA: Anker Publishing
PSE Courses ____ ARP 611: Program Evaluation Artifact ____ ARP 611: Program Evaluation Reflection ____ ARP 631: Teaching in Postsecondary Education Artifact ____ ARP 631: Teaching in Postsecondary Education Reflection ____ ARP 730: Adult Learning Artifact ____ ARP 730: Adult Learning Reflection Electives ____ Course: ___________ Artifact ____ Course: ___________ Reflection ____ Course: ___________ Artifact ____ Course: ___________ Reflection Summary of First Year Learning ____ Summary of First Year Learning Reflection ____ Fall Out‐of‐Class Artifact ____ Fall Out‐of‐Class Reflection ____ Spring Out‐of‐Class Artifact ____ Spring Out‐of‐Class Reflection ____ Revised Academic Plan (if applicable) ____ Revised Personal and/or Professional Goals (if applicable) ____ Updated Resume Summary of Second Year Learning ____ Summary of Second Year Learning Reflection (if applicable)^11 ____ Fall Out‐of‐Class Artifact ____ Fall Out‐of‐Class Reflection ____ Spring Out‐of‐Class Artifact ____ Spring Out‐of‐Class Reflection ____ Revised Academic Plan (if applicable) ____ Revised Personal and/or Professional Goals (if applicable) ____ Updated Resume Summary of Third Year learning (if applicable) ____ Fall Out‐of‐Class Artifact ____ Fall Out‐of‐Class Reflection ____ Spring Out‐of‐Class Artifact (^11) Required only for students who are continuing to a third year in the program.
____ Spring Out‐of‐Class Reflection ____ Revised Academic Plan (if applicable) ____ Revised Personal and/or Professional Goals (if applicable) ____ Updated Resume Post‐Assessment ____ Post‐Graduation Plans Reflection ____ Readiness to Pursue Post‐Graduation Plans Reflection ____ Mastery of Program Learning Outcomes Reflection ____ Achievement of Personal Goals Reflection ____ Final Academic Transcript ____ Final Resume ____ Final Academic Plan
